"A central tenet of most learning theories is that learning occurs inside a person. Even social constructivist views, which hold that learning is a socially enacted process, promotes the principality of the individual (and her/his physical presence–i.e. brain–based) in learning. These theories do not address learning that occurs outside of people (i.e. learning that is stored and manipulated by technology)... In a networked world, the very manner of information that we acquire is worth exploring. The need to evaluate the worthiness of learning something is a meta–skill that is applied before learning itself begins. When knowledge is subject to paucity, the process of assessing worthiness is assumed to be intrinsic to learning. When knowledge is abundant, the rapid evaluation of knowledge is important. The ability to synthesize and recognize connections and patterns is a valuable skill. Including technology and connection making as learning activities begins to move learning theories into a digital age. We can no longer personally experience and acquire learning that we need to act. We derive our competence from forming connections. Karen Stephenson states: 'Experience has long been considered the best teacher of knowledge. Since we cannot experience everything, other people's experiences, and hence other people, become the surrogate for knowledge. 'I store my knowledge in my friends' is an axiom for collecting knowledge through collecting people.

Connectivism is the integration of principles explored by chaos, network, and complexity and self–organization theories"

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"Wiley's definition of learning objects [can be defined] as "any digital resource that can be reused to support learning". The idea behind learning objects is clearly grounded in the object–oriented paradigm: independent pieces of instruction that may be reused in multiple learning contexts and that fulfil the principles of encapsulation, abstraction and inheritance. Therefore, they have been historically described as Lego pieces, because as Legos do, learning objects can be assembled into lager instructional structures and reused for building other structures. But there is a substantial difference, learning objects are not at all combinable to any other learning object. It is very likely that assembling learning objects without any instructional model will hardly be educationally useful."